When is teaching effective? Understanding teachers’ beliefs about effective teaching

Judith C. Chavez; Miguela B. Napiere; Jerome A. Ouano

doi:10.51200/jpp.v4i1.8197

Authors

Judith C. Chavez Lourdes College, Cagayan de Oro City, Philippines
Miguela B. Napiere Lourdes College, Cagayan de Oro City, Philippines
Jerome A. Ouano Lourdes College, Cagayan de Oro City, Philippines

DOI:

https://doi.org/10.51200/jpp.v4i1.8197

Keywords:

teachers belief, effective teaching, active engagement

Abstract

This study presents a qualitative analysis of teachers beliefs about effective teaching from the responses to an open-ended question by seventy-five teachers in the basic education and tertiary level. From the written narrative statements of the participants, domains were developed, and were abstracted and clustered into themes. Then, cross analysis and internal auditing were done. The study revealed four themes that mostly characterize, effective teaching namely: students' learning behavior; teachers' professional competence, nature of teaching and teachers' personal qualities. Teachers beliefs are predominantly learner-centered. This finding was validated through focus group discussions and interviews among the teachers. Results of this investigation point to the need of examining whether teachers' beliefs in effective teaching are consistent with their teaching practice. Future research directions may take the form of development of scales or measures of effective teaching based on the prevailing themes that emerged in this study.

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